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Mr. Chun Wai Chan performing Serenade of George Balanchine

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GI am currently working as a special education paraeducator in a Classic Autism program. I am also a mom of a kid with special needs. My daily family and work responsibilities can be very overwhelming from time to time. I need to do something creative to settle my soul and mind. For this course, I will focus on my virtual work experience in Dance Promotion.

Since 2017, I have been writing and supporting singers and dancers on various social media. Since January 2021, I have been learning ballet and fitness from Mr. Chun Wai Chan, New York City Ballet’s newest soloist, and former Houston Ballet Principal Dancer. I have also been supporting him with communications, connections and productions. Now besides collaborating with him, I also just got a part time job offer from Macau Contemporary Ballet Company (MCBC), to work for MCBC in Traditional Media and New Media Communications, Event Planning, Dance Education Outreach, and Grant Proposal Writing. I have turned my hobby into a career and mission!

The work with Mr. Chun Wai Chan’s team and MCBC is completely virtual (E-intensive). We use various social media, phone, gmail, Google Drive to communicate and share resources. It is important to have both synchronous and asynchronous communications to maximize communication efficiency and avoid communication breakdowns.

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陈镇威 休芭 巴兰钦-小夜曲

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Nadine Roberts              My classroom is between E-enhanced and E-focused. All students have Chromebooks which they use to access our school’s IXL subscription in all of their main subjects. In my class, we use IXL, which is interactive, Google Classroom, and Google docs, forms, and slides. We also have online access to Scope magazine to allow differentiation of our hard copies. During the pandemic last spring, we took advantage of Zoom and Google Meet. Read Theory is helpful in differentiating learning; my top students benefit from slipping into that program (or Common Lit, IXL, or Sadlier Vocabulary) whenever they have already mastered the day’s objective. I still use a comprehensive textbook for grammar and writing, and one for vocabulary. Our media specialist instructs the children once a week, so they have the skillset for blended learning. My school also uses Renweb as a learning management system. I’m told that Renweb has the capability for blended learning.                              I hope that blended learning offers us more differentiation (especially for students with IEP’s and 504’s) with better recordkeeping; I also hope it reduces the time I spend writing and grading differentiated assignments and tests. I would like options for giving assessments based on learning styles, as well as a quicker way of handling and grading essays while still giving in-depth comments. I currently use Google Docs, sometimes via Google Classroom. Since I have to administer Benchmark tests four times a year, which are time-consuming to grade, I have to find better ways to handle the rest of my workload. 

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Nadine Roberts              My classroom is between E-enhanced and E-focused. All students have Chromebooks which they use to access our school’s IXL subscription in all of their main subjects. In my class, we use IXL, which is interactive, Google Classroom, and Google docs, forms, and slides. We also have online access to Scope magazine to allow differentiation of our hard copies. During the pandemic last spring, we took advantage of Zoom and Google Meet. Read Theory is helpful in differentiating learning; my top students benefit from slipping into that program (or Common Lit, IXL, or Sadlier Vocabulary) whenever they have already mastered the day’s objective. I still use a comprehensive textbook for grammar and writing, and one for vocabulary. Our media specialist instructs the children once a week, so they have the skillset for blended learning. My school also uses Renweb as a learning management system. I’m told that Renweb has the capability for blended learning.                              I hope that blended learning offers us more differentiation (especially for students with IEP’s and 504’s) with better recordkeeping; I also hope it reduces the time I spend writing and grading differentiated assignments and tests. I would like options for giving assessments based on learning styles, as well as a quicker way of handling and grading essays while still giving in-depth comments. I currently use Google Docs, sometimes via Google Classroom. Since I have to administer Benchmark tests four times a year, which are time-consuming to grade, I have to find better ways to handle the rest of my workload. 

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I believe that I would be at teh e-enhanced category. Covid has knocked us down and we are looking to a new school year with more technology. I am looking forward to learning more about the blended/hybrid model classroom to engage my students and have curricular activities be more motivational for all the children I teach. I believe the blended classroom model to be the model for future teacher instruction and I can't wait to learn more to be more proficient.

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I currently fall in the e- enhanced  blended learning style. My students do quite a bit of classwork and homework on- line but also in school. Due to the pandemic, we have been using technology a lot more than we did in the past. For the 2020- 2021 school year, all homework was completed and turned in on- line where I could send feedback to students in real- time. Due to our having class in- person three times a week and being on- line twice a week, the on- line classes are being recorded where students are able to go back and revisit a concept we have gone over in our class sessions. When they are in the classroom, a lot of what was said on- line is reiterated. There, I can get a closer look at what students are truly understanding what is being discussed and who may need more assistance.

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I would say that normally my classroom falls into the e-enhanced category. Of course, This past year, with students learning online from home due to COVID, my model was E- intensive, but I do not see that happening in the upcoming school year with a return to building for all students.I hope to increase student engagement with each other, or working in small groups.

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My teaching experience has been all face to face. I work at a private school in Minnesota and during COVID we only shut down for 2 weeks. I have had very little experience in a blended classroom. Therefore, I fall in the fully F2F category. However, I just took a class on "Digital Tools in the Classroom Course" earlier this summer and learned a lot about digital tools like Padlet, Seasaw, 356.org, Edublogs and much more. I have had more experience with videos and power points within the classroom. I am looking forward to learning more about incorporating technology in the classroom and outside of it.

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I think I fall somewhere in between e-enhanced and e-focused. With my middle school students, I use discussion forums, interactive curriculum materials, post assignments, PPTs, Google Drive, but I want the use of technology to be more cohesive. I want it to be a part of their learning--not an add on. One problem I hope to work on is increasing engagement through the self-paced learning. I hope to support my students who struggle but also make sure my more advanced students stay connected and have opportunities for enrichment.

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I would probably fall into the e-enhanced category when I was last teaching in the classroom.  I was using online resources, and provided electronic versions of hand-outs .  I used in class technology which allowed students to answer questions and I could immediately view their responses. I used this technology to allow students to share their work electronically with one another which promoted great class discussions.  I would like to be able to move to a flipped classroom approach when I return to the classroom.  I believe this would provide students with more opportunities to interact and learn from one another.

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I fall on the e-enhanced line of technology use. I use google classrooms to create assignments for students. I attach an article for them to read and then questions for them to answer. I know I should get more creative with the work they do. I want to learn more about how to create a blended classroom for them where they can control their learning more and become more invested in the science we are learning. I try to make the content relatable to my students so they can feel like it could be important to them. I think blended learning could help engage my students more.

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I've been out of the classroom for four years, but I will use this reflection time to consider my son's experience in middle school.  Pre-COVID, the teachers fell into different buckets on the continuum  ranging from basic use to E-focused. As a result of the pandemic, all of the teachers are required to post assignments and content in Schoology.  Although many teachers are currently at the E-enhanced level(based on the description), the tools were not used effectively.   The implementation of the tools represented a basic use of the technology.  I did not see high levels of student engagement in online discussion or teacher posts.  Previously, I was a middle school and high school teacher, and engagement was an issue as well. I believe that shifting to a blended model would increase the engagement level of middle and high schoolers.  The ability for students to have some control over their learning is critical during the adolescent years.
One potential issue of shifting to a blended model is having access to the right the adaptive technology tools that will support the implementation with real-time assessment data and pathways for intervention.

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My last long term teaching experince in the classroom was face to face with some computer research when I assigned a particular project for the students to complete.  I was able to take my students to the computer lab for them to do research on various countries of the world; although they were able to learn different things about the Country they were researching, they lacked the opportunity to collobarate with one another.  They did learn from each other as they had to orally present what they learned about their Country.
I feel that the instructional problem I had was to let them decide in the way ( ie powerpoint, google slides etc.) they wanted to present their information. In the future I would definitely allow the students to collaborate with each other and place the responsiblity of how they want to present on them.

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I would say my classroom falls in the e-enchanced category. My students have access to online resources such as Khan Academy to enrich learning or help reteach missed concepts. One problem in my classroom deals with All of my students have IEPs, and my staff and I track a lot of different academic data. Tracking data this way can be time-consuming and sometimes unreliable due to the inconsistencies in how other people track data. If I could find curriculums with electronic assessments built-in, I believe it would be much easier to collect data and be more reliable.
Another problem that I have in my classroom is that all of my students are on different levels. Blended learning could help me optimize the time I have to target instruction for each student at their actual instructional level. During lectures, most of my curriculum is delivered at the average level of the group of students. If I provide the instruction electronically, I will teach to each student's actual instructional level.

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My last experience in the classroom was many years ago. This answer will be based on that classroom and when I teach the similar population of children today. After looking at the continuum, I was completely Face-to-Face and the classroom was ICT. The students would use the computer lab for typing essays and assignments and for a reward. All assessments were paper/pencil, including standardized testing. When I return to the classroom I hope to be more E-enhanced or even E-focused. The main problem in my classroom was I taught 12 students on about 5 different academic and social/emotional levels. The majority of students changed schools often, had sporadic attendance in the past, and had learning disabilities. Some of the students in my class struggles with social/emotional needs but academically performed at or above grade leve. Using an E-enhanced model wil hopefully allow each of my students to fill gaps in learning, feei successful and find a love for learning. I hope to that their success in the classroom translates to a higher confidence and ownership for their education. This individualized program will also help students who are embarrassed about their academic abilities. This style of learning will help each student to achieve individually and participate in group work if the student feels comfortable.

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My last experience as a teacher in a classroom was over five years ago. After I looked at the continuum, I was Face-to-Face (F2F). My students would use a computer lab, but not frequently enough to worth mentioning. For my project, I am going to focus on the instructional problem of either students not completing work, or students not engaged in class. When I go back into the classroom, my goal is to be more on the E-enhanced part of the Continuum of Technology usage.  Once I am more comfortable with the level of technology use and after I learn my students and what their capabilities are, I would then eventually like to move to more technology in the classroom.  My style fit more of Derrick’s of all of the scenarios

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According to the Continuum of Technology, I would fall in the face to face category.  I use technology in my classroom, PPT, videos, classroom dojo, seesaw but students do not necessarily have the freedom to do work at home.  The IB PYP curriculum gives students a lot of choice in how they present topics and use their voice but it's mostly in the classroom.  We allow them to use the computers and iPads to research topics and work in group but I still do not feel fully into E-Enhanced.
I am taking this class to learn more about the blended classroom and how to implement it into my new class of 1st graders. When it comes to reading instruction and math, students are in all different places and I believe this will give me the opportunity to reach more students and differentiate the classroom the way administration believes it should be done.

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According to the Continuum of Technology Usage, I am fully face to face. The last grade I taught was 4th grade and I included technology in my lessons and made it available for my students but didn't integrate it in a deeper way. I had a center during reading for the students to play literacy games and on Friday's I borrowed the chrome books to teach the students how to type since they needed it for their Common Core Test. There are many ways I can grow in this area and this course will help me to create a balanced learning environment for my students.

I would like to learn how to make my classroom more collaborative and help the students feel more empowered with their learning. In my last classroom space was an issue and having students sit in groups wasn't possible. I didn't have many opportunities for students to work together and technology will be a great way to do that. I also used a lot of worksheets and that is not an effective way to ensure students feel empowered.

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Upon reflection, I would say that my instruction landed between E-enhanced and E-focused on the Continuum of Technology Usage. I taught pre-pandemic, but in a tech rich school. Each student had a Chromebook so access to technology was never an issue. We used Google Classroom for various reasons. One being to allow students to submit their reading responses to their reading group's assigned novel for feedback and grading. We also used MobyMax to support students with personalized math lessons and during my last year teaching we started using Performance Matters to assess students' math skills.

An instructional problem I would hope to solve with blended learning is helping those students who would otherwise "slip through the cracks" to thrive instead. By personalizing instruction and giving students ownership over their learning they can then have the proper tools to succeed.

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After reflecting on where my instruction would lie on the Blended Learning Continuum in the physics classroom, I would say it would be at E-Enhanced. I had a class website where I would post announcements, reminders, assignments, and additional resources. I would also keep a class calendar up to date for students to know what topics we would be covering, when assignments were due, and when there would be assessments. I found that students liked being able to check this one location to know what to expect in class and to ensure they were on top of their course work.

Additionally, I utilized different interactive online resources to enhance labs, and to assign practice problems. Each student would be assigned similar problems, that would cover the same topics, but were slightly different. This allowed the students to collaborate and work in groups to solve the problems, but there was a lower chance of students just copying each other's work.

I would like to use Blended Learning to create a learning environment where students are in control of their education and where students learn from one another through collaboration.

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Like other teachers prior to the pandemic, I used to be more Basic use of ICT.  However, with the immersion of virtual learning, I am more E-enhanced. I use Zoom and Goggle Classroom with lots of online art videos and games.  I want to utilize blended learning in my art to engage and assess all learners in a personalized and student-centered learning environment.  Also, I want to maximize their strengths and learning styles in the classroom to make them more confident, independent, and collaborative artists.  I would like to try to implement more stations, like in William's vignette, for students to rotate between.  I am excited about learning about blended learning tools, but will have to investigate Learning Management Systems for art.  Some other problems that may occur are the internet connections at home and what programs the student Chromebooks can use. A lot of sites are blocked and unfortunately good educational ones are too.

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Based on the presented definition, I would consider myslef an E-enhanced instructor. The use of technology is infused into the classroom daily, and students have learned how to access the various platforms. All assignments are post via our online class, watch videos of specific tasks, and as well uploading their own work or videos.

I think the biggest problem that has to be solved is that the access isn't equitable, and the classroom implementation is spotty. I think that it is something that needs to considered and implemented on a school wide basis.

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Based on where I was when I retired in 2019, I was E-focused.  I used several platform for different courses that I was teaching.  For level one students I used Google classroom. Here I posted assignments and students responded to discussion forums throughout the year for credit.  I also provided their formative assessments online as well.  Students received immediate feedback on the multiple choice and true false style questions, while the BCR had to be graded. When I retired we were in the process of grading BCR’s online with a schoolwide rubric.  There were also interactive activities to reinforce medical terminology that the students were able to pick and choose the activities that they liked.  This allowed for various learning styles to be acknowledged and students learned at their own pace in their own way.  This was an excellent way to individualize their instruction and it was self-paced as well. Students could repeat the same activity multiple times to achieve mastery.  I would then grade the best score they received.  Having said this, when I return to the classroom I would like to expand on the E-focused learning model to include more in-depth resources to deepen student’s comprehension, engagement and accountability.

In my old classroom prior to retiring, I do not feel that each individual student had to full ability to work to their individual highest potential.  Once a concept was mastered, there was not a lot of opportunity to expand their knowledge with the content.  This is an area that I would like to improve on especially with students interested in the medical profession.  I would like to find creative ways to enhance their critical thinking skills which will be needed in the healthcare environment.   There are so many opportunities online for learning that meet the needs of a variety of learning styles.  I want to become more online savvy to these opportunities so I can effectively incorporate them into my curriculum.

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I believe our school is E intensive. Now. Before hand we didn't utilize the virtual classroom. We utilized Moby Max as an instructional model that charts the students individual growth and gradually gives them the next challenge they can achieve. It's individualized and measurable and we use it for assessments throughout the year.  We utilized Lexia for credit recovery. However, our school is privately held and has great latitude in choice. Once we went virtual in March 2020 we went right to gaining a level of expertise in using Google Forms , Docs and Sheets. I never would have ventured on my own before but because of this pandemic, it's made us all now a little more digitally competent. All our students have IEPs and often have emotional disturbance as their coding. In normal times it was tough to reach some of them. A lot did not do well virtually but there were some surprise students who rose to the occasion. I hope we can bridge the gap between both these paradigms, in person lack of engagement and virtual engagement based on choice. That is what I hope to gain an acumen for utilizing technology for our reluctant learner. That's what I hope to gain for my students with blended learning.

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I would say that my instruction is Fully F2F. As I teach in religious private school and not all parents have access to the internet in their homes in addition to the fact that there is no access for students in the school, it makes it very difficult to implement a blended learning environment. One big issue with teaching math is that there a many students who are missing core skills and can't do the work we are working on and having a way to have students go back and learn previous skills at their own pace would solve a lot of academic and behavioral problems in the classroom. This past year, I created weekly whiteboard math videos which were sent to all of my students so that could review skills when at home and at their own pace. I am hoping for next year to have some tablets in my classroom with these videos stored on them for students to use who need to go slower (or to speed up).

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When I was teaching ESOL 4 years ago, I was still at Fully F2F.  It would have been very difficult to coordinate time for my ELLs to do any online learning due to the limited digital devices available for student use at the school.  It was difficult to schedule  ESOL groups so that they would not conflict with classroom schedules.  I hope that the next school I teach at has better technology access for students so that I can try and implement some online lessons for my ELLs, either in place of or in addition to our usual F2F lessons.  This could help solve my scheduling difficulties and actually increase the amount of ESOL support that my students would receive.

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Based off the Continuum Technology usage to assess my instruction, I would say that I am in the E-focused phase. Prior to Covid, I believe I provided a lot of direct instruction and face to face interaction due to my content area, but being that we are currently 100% remote, I was put in a position to find creative ways to engage my students through online learning. I do not believe that I've mastered the blended learning concept because of the minimal face to face interaction that I'm able to get from my students now, however, I do feel that what I was able to implement throughout this school year will provide me a new avenue to explore with my students when returning to 100% in person learning.
I would say that I do have concerns of internet accessibility for my students upon returning to 100% in person learning, but being able to establish breakout rooms, providing online video content as well as online peer assessments is something that I've never truly explored until this school year. I am very interested to see how this transition will be for me as well as my students for physical education content.

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My current instructional level is E-intensive because all interaction and instruction can only happen because of prescribed technology. Lessons and assessments are all online. However, this is definitely not an example of blended learning because the students do not control the experience; they do not have a personalized plan let alone any input to the curriculum. I have started to use Book Creator and give the students a chance to write about our objectives or creatively write.

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If you would have asked me a year ago where I fell on the continuum, I would have said ICT.  However, with the shift to virtual learning I believe the majority of instructors, including myself, have adapted to become E-enhanced.  We have had to become more tech savvy ourselves while learning how to provide instruction in a different format.  Instructors have taken advantage of Google and all its components (Slides, Meet, Docs, Jamboard, etc), relied more upon online diagnostic tools, and searching for the right content/interfaces to facilitate lessons. As a Kindergarten teacher, I would love to find a way to give students more opportunities to "buy in" to their learning and increase their own self-awareness.  I think blended learning could give them the chance to practice the subjects that they may need help in without the stigma of feeling embarrassed or put on the spot. Confidence with the little ones is key and I think blended learning can give children autonomy that can help them feel successful, instead of creating early aversions to certain subjects like Math.

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This past year I have went from one extreme to the other. From Fully F2F to E-enhanced due to the need for virtual instruction. This summer we are going back to F2F instruction, I would like to find some compromise in the middle going forward from summer.

In my classroom when F2F, I can have students in grades 6-12 all in 1 classroom, blended-learning would allow we to better individualize instruction and material for all students. It would help solve the problem how does 1 teacher, teach up to 6 grade-levels in 1 room during 1 period.

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If I was asked this question last year, the answer would have been Basic Use of ICT. I utilized Google slides and docs quite often but I mostly used hands-on learning and papers in my science class. However, this past year my teaching was E-intensive. I had to adapt to a fully virtual classroom and find all sorts of programs that would be engaging to students. I think that as we possibly move back to traditional in person school, I would like to merge those two extremes together. I would like to be face to face with my students while also using all the online resources that I have grown accustomed to.

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Using the continuum to assess my instruction, I would say I am E-focused. Since I taught in a district where each student had a personal device given to them, I used technology to deliver instruction, have students collaborate/peer-assess, access online resources, etc..  However, I never really moved in to blended learning or having the students have control of their learning through the use of the technology.

I would like to use what I learn in this class to have a more blended classroom next year. Even if students are back in the classroom 5 days next year, I would like to learn how to flip my instruction and still keep students engaged and learning online and face-to-face.

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I think I fall close to E-enhanced, but I also think that is mostly since we have been forced to use virtual instruction in our schools during the pandemic. As a physical education teacher I have mostly used technology to enhance experiences in my classes but have never pushed the envelope to really integrate technology in the gym. In my health classes I would say I use technology a lot more as a teaching tool than a blended learning tool. During this pandemic I have found that students are really liking the working at their own pace and am excited to learn more about blended learning so I can change my spot on the continuum.

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I would say that I fall somewhere between E-enhanced and E-focused for my instruction as a librarian.  Our private school is technology driven and each student has their own device plus multiple computers in our library, a full set in the computer lab & multiple iPad carts & Microsoft Surface tablets.  Our students are well versed in technology.

As a librarian, I still like to be in front of the students reading to them using hard backed books, and talking to them, but we have also moved ahead into the future with Ebooks, online reading platforms & audio books.  I feel like I'm walking a fine line between the "old" way and the digital way of this generation.  I like to present students with all of the options as they all have merit.  I highly recommend the Libby app for anyone who likes to read online and easily get free materials from their library.

Our school library is connected to our computer lab so we have constant access to online materials, websites, books, etc. I believe blended learning can help students to stay on track and be more engaged in the lesson as they can move at their own pace. Also, by freeing up the teacher, we have more time to work with small groups or one on one. I am hoping to learn some valuable websites for student engagement as we move through this course. I look forward to all recommendations, tips and tricks of the trade!

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Based on the instructional continuum in Session One, describe where your classroom current falls.  Identify where on the continuum you’d like your class to be once blended learning is implemented.

Due to COVID, my classroom falls on the E-Intensive side of the spectrum. However, I feel this isn’t an accurate representation of where my technology skills lie and how effectively I am implementing blended and virtual instruction.

If we return to school as normal next year, I’d like to be somewhere between the e-enhanced and e-focused end of the spectrum. I’d like to utilize virtual learning to enhance instruction and create discussions with my students outside of the face to face environment as well as post resources and extensions but I don’t want and can’t be fully virtual.

The instructional problem that exists in my classroom is engagement, motivation and focus. It is hard to teach students who are all virtual while simultaneously teaching students who are face to face. I’d like my students to realize that virtual learning enhances their knowledge and isn’t meant to be a chore. I’d like to find a way to engage them in a virtual environment so they are excited to use the resources and post discussion thoughts or questions in a way that is natural.

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Our school has been using 1:1 devices with our 5th grade students for several years. We have a variety of learning platforms we use to deliver instruction, student practice, and assessments. However, I don't feel like I have truly taken the blended approach to the next level. I would like to incorporate more self-paced and independent projects for student learning. One of the obstacles faced is time. It is a challenge to incorporate this into our day due to required standards taught by the end of the year, district expectations, and time constraints placed on content subjects. I also see myself as the "driver" and not as much as a "facilitator" in this year of on-line learning. This year has been quite a challenge due to lack of student and parent buy in, reported technology issues by students, and teaching students in a 100% virtual class. Another challenge is student engagement when the classroom has such a wide range of abilities and levels. I find that the higher achievers miss out on extending their learning. Better use of blended learning would allow those students to take their learning to the next level.

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During my most recent classroom teacher experience I would place myself at the e-enhanced level on the continuum. I would integrate technology into whole group instruction through the use of PowerPoint and videos. I would also use online learning tools for centers during small group instruction. Usually for small group instruction I would have to group students in 1 of four groups based on ability due to time constraints. Using blended learning, I could have as many groups as necessary because students would be able to maneuver at their own pace and engage with materials that are specifically meet their individual needs.

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Between Basic Use of ICT and E-enhanced- Anne Van Horn

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Between Basic Use of ICT and E-enhanced- Anne Van Horn

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My classroom (from 4 years ago) falls on the continuum between Basic Use of ICT and E-enhanced. I was teaching 2nd grade using PowerPoint, Google Classroom and online programs like Kidspiration, PebbleGo, NatGeo and such and students were beginning to collaborate online for activities such as creating slideshows and pamphlets. Students were not yet having group chats or discussions yet, and very little assessing was done through an online resource like Google Classroom. However I did send students assignments through Google Classroom. Students had just begun using their assigned Chromebooks throughout the day and this was a huge success in my school.
I feel my teaching was msot similar to William, using stations in my class so that I could work with small groups while other students rotated among assignments and activities to reinforce what I was teaching.
I plan to return to teaching in 4-5 years and am excited for what I can do with my students then!

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Based on the continuum of technology usage, I would place myself at e-focused. I am teaching 2nd grade one hundred percent virtually right now. My students do not report to the school and I teach from my home. We meet each day on Google Meet as a class. I provide the lesson through screen sharing my Google Slides. My lessons are also posted to our Google Classroom, along with our assignments. We engage in class discussions and use discussion boards such as JamBoard and shared Google Slides. I can view students work live and provided immediate feedback verbally and in the comments. My students also use math manipulatives such as place value blocks and math mats. They share their learning when using these tools by taking a picture of their mat or table top where their tools are.

One instructional problem that I am hoping to solve because of applying blended learning in my classroom is the ability to meet one on one or in small groups more often and easier. At the time, I cannot conduct a breakout room because I then leave a group of students together and unattended. There is the option of asking students to sign out of the meet and rejoin at a set time. I was finding that attendance was a concern when second grade students were asked to log off and log back on at a given time that was everchanging. I would love for the flexibility to meet one on or in small group. For the time being, when we have "quiet work time" I use that time to open student work and individually work with them. All students can hear, and it is not idea, but we are making it work.

My second instruction struggle has been engagement. I have not seemed to find a way for a lot of student choice or
small group collaboration with the virtual model I am being asked to follow. I would love to hear ideas and suggestions to help incorporate group
collaboration!

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During my most recent experience teaching in a private special need's classroom, before the pandemic, I would say I fluctuated on the continuum between the Basic use of ICT and E- Enhanced. I used power points and handouts for the younger learners and moved towards the E-Enhanced for older students. I taught myself how to incorporate more online resources to enhance online learning, with the use of the promethium interactive boards, laptops and iPads provided to all students. The classes were super small, but the student needs were extremely diverse. Teacher instruction and student projects incorporated videos, online articles, online readings, and games. I would say I can relate to William, the fifth grader, in that the teachers used station rotation and online technology modules in the classroom. Depending upon the child’s special needs, the students own level would be student controlled but problems did occur. Sometimes there was a lack of staff necessary to address the technological help needed as well as distractibility and an inability to focus on a task for extensive periods of time. The school had excellent extensive behaviors systems in place, but more creative online programs need to be incorporated which emphasize using music and art. I am familiar with the Go Noodle, Khan Academy, Quizlet, PBS kids, and National Geographic kid's programs which are awesome resources, but I would like to learn how to incorporate other creative online programs that the kids would enjoy.

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I love the visual of looking at the continuum and seeing where I fall in relation to how much farther I can grow. I believe that I fall in the 2nd phase referred to as Basic Use of ICT. When I used to teach in the classroom, I would have power points available when giving lectures, visual aides, and would allow for some research to be done with the use of desktop computers. Even now as I manage teachers, I am currently reflecting on what methods I use when giving trainings. I think I do more screen sharing a video or chart than actually allowing for some interaction amongst colleagues or self paced trainings.

Given our current pandemic, one instructional problem that I would like to solve is the ease of use of the different blended learning models. More simply put, I would like for my staff of teachers to have more practice using different modes of technology, which involves more training, but at their own pace. This school year, I feel that we forced our teachers to learn software programs at rapid speed and then have them implement this with students. I realize now that this created more anxiety, which ultimately means that they are not as effective as they could be in the blending learning model. Since we already work with students who require more of an individualized approach, I would like to become  more proficient with guiding teachers on creating self paced lessons.  One way that we might be able to do this is by creating the work stations. I will definitely be doing more research on how I can achieve this.

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Like many others, I'm differentiating between two very different teaching experiences. Before last year, I would say that my classroom was a technologically-rich one, and I would fall into the Basic Use of ITC to E-enhanced categories, as I tried to balance integration of technology and student choice. Now, in our school's hybrid setting, I fall into the E-intensive to E-focused categories, as all of our content is online for all learners, but those who are coming into the classroom get the more traditional experience sometimes. The problem that I am hoping to solve is student engagement and creating an active learning experience for all learners. I have students of many different levels, and the comment that we tend to teach to the average hit home for me - I want to be able to individualize and personalize for the greatest student benefit.

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During many of my teaching years, I think I landed somewhere around Basic Use of ICT on the continuum. However, I feel like I have more recently been in the E-Focused category. My last year of teaching, in 2018-2019, was one of many changes for me, as I started implementing electronic assessments that allowed for immediate student feedback, and focusing on using technology to offer my students a greater degree of choice in their learning paths. The problem I am eager to continue solving through blended learning is that of students sometimes feeling bored, either because they don't understand what is going on and have zoned out, or because they feel like they already understand what is being taught and are ready to move on.

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If you would have asked me where I fell on the continuum a year ago, I'd probably fall in the  basic ICT with occasional dabbles in E-Enhanced. But on a fateful day in March, my school gave teachers three days to flip the classroom to teach online. At first, I struggled. I fumbled  around Google Classroom, messed up links, pointed students to web-tools that just didn't work, most of these mistakes happened on camera in my students homes. In short, the first couple weeks were a hot mess. But gradually my lessons grew tighter and my students adjusted to this new way of learner. I guess the instructional challenge I'm trying to solve, is meeting the needs of all students in the classroom through differentiation, motivation, and choice.

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Prior to this year, I was probably Fully F2F or Basic use of ICT.  However, the pandemic has certainly necessitated a change.     I guess I am currently between E-enhanced and E-focused.  My students have access to numerous online resources that are accessed  both during and after class.  We hold online discussions and have online assessments. We are currently using a hybrid model, so many of my students meet in breakout rooms using Teams.  I think two areas where I hope to improve are providing more interactive materials and allowing students to make more choices about topics and activities.  At the moment, we are still pretty teacher-centered.  I suppose I identify with Manny because I do a lot of direct instruction in class, and then students explore and enrich outside of class.

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I am currently co-teaching an online University-level course that has seminars and interactive lectures which are e-enhanced with videos, readings, and online articles. However, for my prospective social studies class I am interested in a little more e-focused with a rotational station class structure as described in William's class vignette. I hope to deepen learning with more analytical thought about the past and how knowledge is created. It seems to me that you can deliver more quality content and diverse activities through this model.

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I am currently working as an educator for a museum and do not have my own classroom, but thinking back to when I was a HS Science teacher, my classroom reflected e-enhanced.  I tended to view technology as an enhancement to my teaching, but I never got to the point where I incorporated it as an integral part of the instruction.

The problem I am hoping to solve is finding ways to better support a wide range of abilities, including my advanced students and my students who need additional support. After reading more about blended learning, it seems that this would be a great way to differentiate the classroom to meet the needs of a broad range of students and learning styles. I find myself gravitating toward Carol's teaching stye, but I envision a class more like William's.

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Due to the nature of the Pandemic and the role that distance learning, I feel that at this time I currently utilize teaching between E-focused and E-intensive on the Technology Continuum. After looking closely at the continuum, I realize that I regularly utilize classroom discussions through online methods (google classroom). Additionally, I also regularly have students engage in various formative assessments through online resources like Freckle, Quizizz and Goo

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My school is functioning at the E-Intensive level. The teachers moderate the classes. Teachers post assignments and assign asynchronous work. The students don’t collaborate to complete assignments. Students only work independently at their own pace on iReady assignments. From my observation the iReady data doesn’t influence the teachers’ lesson planning. The lessons a teacher driven.

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I have only had one year of teaching experience, and that was right out of college back in 2006.  I taught a year at a Middle School, teaching dance, or "Creative Movement" to middle schoolers, whom most of which didn't want anything to do with dance.  At that time, I would fall under the category of Fully F2F and Basic Use of ICT.  I wish I had the technology I have now, back then.  I had a laptop for my personal use, but I didn't have a Promethean Board like we use now in schools, no Google Docs and no type of Google Classroom or Schoology back then.  I didn't have a smart phone, so I used CD's for music.  I used a lot of handouts and only had access to a TV cart with a DVD player.  I tried to make it as engaging as possible, but looking back, and thinking of all the technology we have available now, there is so much I can think of that I would do differently.

Currently I am a one-on-one assistant with a first grader.  I have  had a lot of subbing experience this past year due to the pandemic, and at first we were completely virtual, but now we are following the Hybrid schedule.  I have been in almost all of the grade levels and I would say each teacher is Fully F2F up to E-Focused.  The 1st grade class I am in now, the teacher is on that path to blended learning, but isn't quite there.  She's using technology, but it isn't blending learning. I think it's challenging right now during this pandemic because this hasn't been a normal school year for us.  All of us were 100% virtual from September up until the middle of February.  Now our school has the hybrid model in place, but we still have 15% of our students still at home learning virtually.  Those that do come to school, are only there 2 days a week in-person.  There are small groups, but the students still have to maintain their distance, so they aren't able to collaborate with one another like they used to.  I would love to see more blended learning in the classroom, because right now it is the same schedule each day, with a mix of whole group and small group, and I would really like to see a change in rotations and the way instruction is delivered.  I'm really looking forward to learning more about blended learning and how to implement it in the classroom.

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I think I fall somewhere between E-enhanced and E-focused. While I am mainly E-enhanced with most of the assignments posted online, taking part in online discussion forums and using digital tools for announcements and communication, our current unit is completely online with interactive software which lets them access and practice their work at their own pace.
The main reason I think I should change my teaching style to blended learning is, even with the interactive software, I still introduce concepts to the whole and work some examples with them and then let them practice the problems. All the students are expected to finish the same number and type of challenges.

I am hoping to use blended learning to provide students with personalized learning that fits their progress and needs. I don't want the advanced students to be bored while they wait for the other students to catch up. I am hoping that by setting up a blended learning environment with small group instructions, individual tutoring and differentiation I will be able to maximize their learning.

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I believe that I would fall in the category of E-enhanced and can relate to the styles g William and Derrick from the examples.
As a math intervention teacher a the elementary level, I often collaborate with general education teachers to create rotation stations that focus on the use of technology that does allow student choice within and content-based learning throughout the technology based rotations. This also would include a small group rotation where students based on need can receive a double dose of small group instruction but still allow time for them to participate in the technology stations.
Shane Price

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Right now my lessons are E-Intensive. I am using e-books for my college level course, and unit modules that are some what fully independent. We are having some F2F meetings on google meet, but most of the work is done by students walking through materials that are online. There is some collaborative assessment and some formative evaluation in groups, etc. Because of recent medical issues I am just getting back into the class and not back at school for hybrid learning. I am looking forward to starting this new format next month. One thing I took from the readings this week was the improvement of student engagement. I am looking forward to learning more about this.

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I teacher 7 and 8 year olds in a district that is a bit technologically resistant compared to my other experiences. In class, I think I fall somewhere between basic use of ICT and e-hanced. It's what works best for my kiddos right now, their developmental level, and the curriculum stipulations. Students are able to pace themselves on certain assignments during breakout rooms, but they're just using minimal resources and directions that are posted on our class website. An instructional problem I would love to solve is to learn a way that students could peer edit and revise their work or I could give them feedback on their writing. The issue is that my students are still writing with paper and pencil (as that is what is developmentally appropriate for them and they need to practice their writing) and need to upload pictures of their writing to do either of the aforementioned things. Currently, I am relying on their parents to do this through dropbox on the gradebook -- very not-interactive. None of the vignette's were with students younger than 5th grade and I don't think are applicable to my age group, truly, having taught 5th grade before and the level of development is much higher.

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I think I am at E-enhanced, trending towards E-focused.  In the elementary library, we have been using online resources such as databases and eBooks for years, and I have fully bought into that evolution.  While I feel I made slow changes over the past few years I was teaching (I have been away from teaching for 2 years), there were some limitations with those changes due to a fixed library schedule and seeing the students only 1 time per week for 50 minutes.  And teaching every student in the school makes it a little difficult to individualize for all students.  At the rate of change that this technological and pedagogical era is developing, my two years away may put me more behind than I would like, hence my joining this class.
I think the main problem I would like to solve is keeping all of the students engaged at their own pace so that they can explore their interests and discover themselves through a library curriculum of their own making.  For example, the standards I teach and stress can be absorbed and assessed in many ways.  I  have long believed in student choice, I just haven't mastered how to manage it all yet.

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Upon reflection, I am probably between Fully Face to Face and Basic Use of Technology.  I am basing this conclusion on when I last taught second grade.  I am no longer teaching in a classroom, so it is hard to say what I would be like now.  The last time in taught second grade was in 2012.  I did incorporate, what I thought at the time, was a lot of technology, but times have definitely changed.  Even still, the technology I incorporated in my teaching was no where near the definition of a blended classroom.  If I was teaching today, I would strive for a blended classroom similar to that of William's vignette.  However, William's vignette explained that student's had "family computers at home."  This is one instructional problem that I immediately thought of back when I was teaching.  There was a lack of access to technological devices.  We did have computers in the classroom, but they were shared during center time.  We did have a computer lab to go to, as well.  We even had laptops that would travel from classroom to classroom on a cart.  However, the individualized access to technology that is needed for a blended classroom was far from being available to us when I last taught.  In addition to that point, students' access to "family computers at home" was even more sporadic and could not be depended upon.  This is an instructional problem that cannot really be solved just by instituting a blended classroom.  The technology has to be available.  As far as an instructional problem that could be solved as a result of applying blended learning in the classroom, I would think it would be the wide range of academic ability levels and knowledge of technology.  When I taught, I had an inclusion class with students with autism and other disabilities, as well other students whose academic levels ranged from below grade level, to on grade level to above grade level.  I think blended learning would allow for more 1:1 personalized instruction and learning.  Learning that is at each students' level and instructional needs.

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In the classroom where I assist, I would rate the instruction closer towards E-enhanced. The classroom teacher is providing in-class instruction to full-time attending students, while simultaneously providing online instruction for our virtual learners. She incorporates the use of chat rooms, zoom/video instruction, as well as google classroom. When I stopped teaching in 2012, I would say that my experience was at FullyF2F. Through this course, I hope to be able to learn about applying blended learning effectively and become more comfortable with technology in my instruction. I really liked the idea of the vignette described with the example of William. I would hope to provide my students with a similar experience so as to encourage as much student commitment to their learning experience as possible. I feel that blending learning will provide a perfect set-up for rich environment of student-engagement and learning.

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Before this year, I would definitely say that I was a face to face instructor.  I used technology sparingly mostly due to access to technology in our building.  This year since our school year has been fully virtual, I fall somewhere near E-enhanced.    Even though I am using digital tools and I encourage my students to work at their own pace, I am still providing most of the content.  I am hopeful that as we start with hybrid learning this week that I will be able to pull information from this class to make my classroom beneficial to both my students who are in the building, and those who are remaining virtual for the year.   As our school is now fully 1:1, it is the hope that I will be able to continue these strategies into next year and work on creating a classroom that is more student focused and works at their pace.

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I think I fall between e-enhanced and e-focused.
For all my classes (I currently teach Geometry, AP Statistics, and IB AA Standard Level in the Upper School at the American School of Paris), I use guided notes. That is, students have a physical note packet that contains all the relevant information for that day (e.g. objective, homework, upcoming assessments, notes, practice problems, and on-line resources, to name some). I project a digital version of the packet on a screen, and we work together on the day's task. I first used guided notes when I taught special education in Maryland, but found it worked very well for inclusion and general education environments.
Due to the topics covered, especially in AP Statistics and IB SL, use of a TI graphing calculator is necessary.
However, in all classes I use online assessment resources, e.g. Quizizz, and other online resources and learning tools like Geogebra, Kahn Academy, Desmos, and demos and applets found in online versions of the course's textbook.
When it comes to technology and blending learning, I'm hoping to learn and improve upon how to be a better facilitator of the material, grant students more autonomy in their learning, and utilize more effective group work models in the classroom.

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I'm not currently teaching students or facilitating any courses with teachers, but the last PD course I facilitated with teachers probably fell somewhere between E-enhanced and E-focused. Online, it asked teachers to identify an area of instructional focus, learn more about teaching strategies and best practices related to that focus, then create a plan to integrate a new strategy into instruction. Throughout that process, teachers shared their thoughts on discussion boards and reflected with one another. Then, once a month, they'd gather in person to reflect on how well they were able to integrate the new strategy, examine student work related to the new strategy's integration, and plan next steps.

I think that model of blended learning created a couple instructional opportunities. One was the need for flexibility -- teachers are busy and asking them to meet in-person a lot just isn't a good use of their time! Another opportunity was that teachers could pace themselves and their learning to work with their schedules.

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Due to the nature of the Pandemic and the role that distance learning, I feel that at this time I currently utilize teaching between E-focused and E-intensive on the Technology Continuum. After looking closely at the continuum, I realize that I regularly utilize classroom discussions through online methods (google classroom). Additionally, I also regularly have students engage in various formative assessments through online resources like Freckle, Quizizz and Google Jamboards. So much of my communication with students outside of our google meet sessions are conducted through email or through Google Classroom. I am not quite to the E-intensive level because I don’t feel like all all of the modules or courses are directly dependent on being online.

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My last time in the classroom was teaching middle school dance in 2014.  At this time my instruction was fully F2F.  I used Powerpoints, videos, etc in the classroom, but students did not have school assigned technology available at home to complete assignments and I did not have extra computers in my classroom.  I videoed students on my Flip Camera provided by the school to capture their choreography and review their work.
If I were teaching now I would love to be e-focused. There are so many virtual classes led by professional dancers, collaborative projects and ways to share vidoes between classmates that were not available when I was teaching. I haven't researched any of the different platforms / program available so that would be a big learning curve to bring blended learning into my classroom when I return to teaching.

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I have taught art to the children(ages 6-10) in Kenya in the past five years with a non-profit organization, Mtree, and children (ages3-5) in NYC in the past five years.
I have been working with children with diverse backgrounds and conditions. As I reflect on my teaching style with children in NYC, I fall in the E-focused continuum. I had to equip myself to teach lessons utilizing online discussions and interactive materials for engaging the students online throughout the Pandemic. One of the challenges I had was teaching online entirely, which seemed to weaken the one-on-one interaction, critiques, and quality assessments. As we go back to in-person school, I would like to create a blended learning experience where students and teachers collaboratively maximize the online resources to get quality discussions, assessments, and interactions.

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In my work as a high school teacher, I fall in between the E-enhanced and E-focused categories on the continuum. I taught ELA and the AVID program - which is a college and career readiness program. We have utilized Kahn Academy and online learning modules for SAT preparation. In the ELA classroom, students participate in literature circles and post discussion board responses online and respond to peers. In addition, each class has a class wiki where students can ask questions, post assignments, etc. The use of our county's online portal allows for students to complete assessments online and for me to be able to grade them.
The problem that I find the most is student access to the internet, which makes assigning online assignments to be done at home a challenge. Although students are adept with video games and smart phones, I find there is a gap in computer knowledge - so being able to meet my students where they are is important. Finding the appropriate ways for me to help them is something I am seeking in this course.

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I have not been a teacher in many years and have a limited experience as a head teacher. I have been a Paraeducator and a substitute for most of my career in school systems. I find that working with preschool and kindergarten students with autism has been the rotation model. The challenges I have faced were that students were not able to work independently at their stages and refused any activity they were not interested in. During Covid, my main role has been to assist my child who is 100% virtual. Without my one on one assistance I think this year would have been a disaster for him. I feel that it is a stellar school, but not for special education students, who from what I understand, excel with a Blended Learning model.

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It has been a couple of years since I last taught my kindergarten classroom, but I would say my class would fall under a basic use of ICT.
The students loved using the Promethean board and having independent time on the computer during learning centers.  They would access files with links to different websites.

Students enter kindergarten with such a wide array of skills and abilities, based on their background. Some kids come in with no knowledge of letters and sounds and others are already reading at the first grade level! Blended learning would help solve the challenge of reaching students at their different levels.

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My classes, as well as my whole school, is E-enhanced on the Continuum of Technology Usage, and has been since prior to the pandemic.  This allowed us to immediately transition to full-streaming last March, and back to full face-to-face in September with the ability to pivot back at a moment's notice.  This has been great for continuity of learning, but doesn’t really address the needs of students who are either struggling or are ready to move at a faster pace than the rest of the class.  Since we already have this system in place, I want to learn how I can use it to provide extra support for my students who need it, and keep my more advanced students engaged and learning at the appropriate level.  I envision a classroom similar to Manny’s where everyone is together for direct instruction and guided practice, then the work outside of the classroom is specifically tailored to each student’s individual needs.  This would allow for a layer of privacy for kids who struggle and others who don’t want to be labeled as the smart kid.

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At the start of this class, my classroom falls under a basic use of ICT.  And it is no where near where I need to be. In a perfect world,  I would love to be an e-intensive course one day.  I envision how much time and preparation would be needed to achieve this level of blended learning, but I feel I owe it to my students to push as hard as I can to give them the best learning experience possible.

I am hoping to use blended learning to address a wide range of abilities in the same class.  I am attracted to the self-paced nature that allows high flyers to soar and while the  students at the lower end of the spectrum can gain confidence in their skills at their level.

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I fall closer to e-enhanced where I was using some technology to keep students engaged but nothing was very well individualized.   I would like to model a class similar to William where i could have stations so that students could rotate, work at their own pace and engage more in the assignments.
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As a coordinator, I work with small groups of students for enrichment or intervention support as well as working with teachers. I fall into the E-Enhanced category on the continuum during a typical school year. At the end of last school year, I was approaching the E-Focused category with online assessments and discussions. After taking a leave of absence this school year, I will be back to teaching next fall. One of the major problems I face is time to work with the many different groups of students. I am the only full time interventionist and I have found it very disheartening when my schedule or a student's classroom schedule does not allow for me to work with a student or group of students. I hope that by creating a blended "classroom" I will be able to work with more students and provide more support for teachers.

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Fully Face to Face

Since I am not currently teaching in a classroom setting, I thought back to when I was in a classroom teaching fifth grade. This was 8 years ago.

At that time, I would say my classroom model was a face to face. We did not have the resources to have blended learning models in the classroom. I think I only had 2 classroom computers. When students needed to use technology, we had to sign up for time in the computer lab. While in the lab, the lesson was more teacher directed or the students would be working on individual projects.

My hope would be that as I return to classroom teaching, I would like to have a classroom like William. I liked how he used the rotation model to meet his student's needs. Using a blended learning model like this with a station rotation could solve the instructional problem of differentiation. In a rotation model, students could receive differentiation based on learning needs, learning styles or interests. Often times, as a teacher in the classroom without the use of technology, I was left to use paper/pencil activities to keep students engaged who were not in a small group with me. Many students would struggle to stay attentive to these activities. It would be my hope to find a more interactive activity on a computer to help meet their learning needs.

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I'm currently working (teaching) preschoolers in a family setting, so I'm afraid I don't fall on the continuum at all. This level of technology usage is not appropriate for this age group. State regulations only allow 30 min. of technology per week in my setting.
However, because even young children are attuned to technology, I would love to extend in-class instruction to an educational experience at home throughout the week, since they'll be on their devices anyway.
I am searching for ways to achieve more consistent parental involvement and enthusiasm. This could help "us" reach more positive outcomes.

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Because I was a special educator, and had the good fortune to co-teach with some outstanding teachers, I fell, at some point in my teaching day, in many places on the continuum depending on where the content teacher was with technology. At minimum, all of us used Promethian (spelling?) Boards.
The problems/challenges I faced were the on-task behaviors of some of the students due to myriad factors. Often, because of time constraints, I couldn't access the technology to modify or to make accommodations to the assignment before the content was presented. So, I broke out the paper and pencil when the kids were tasked with the activity, in real time, so to speak. Blended Learning, I would hope, would create more opportunities for streamlined access to all the different technologies for co-teaching teams, and it would be supported with the resources to make it happen... Casey Chapman

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As a teacher/consultant, I fall on the e-enhanced side of things mostly due to the pandemic. Prior to the pandemic, I was more towards the basic use of technology for the work that I do. The instructional problem I am trying to solve currently is to provide more practice opportunities for the two supervisees that I support in their learning (adults). The supervisees are teachers but need to apply what they are learning to people who are not their students so I would like to provide them more exemplars of what that looks like or additional opportunities using blended learning for this.
C. Annie McLaughlin

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I would say I fall in the e-enhanced category and relate the most to William in the usage of his blended learning model.
As an elementary special educator, I worked collaboratively with the general education teacher to establish stations within the classroom that utilized technology, connected content information, and integrated student IEP goals.
The instructional problem we faced was lack of student independence and varied skill/knowledge base of both content information and technological usage.
My hope is that blended learning will support individualized learning for all students and teach them how to be independent and more self-accountable.

Melanie Clark